Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

Learning Clinical Trial

Official title:

A Randomized Trial Comparing Blended Learning Versus Face-to-face Learning in Cardiac Physiotherapy Students

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05547009
• Other study ID #: IE1576047
• Status: Completed
• Phase: N/A
• Start date: September 12, 2020
• Est. completion date: March 30, 2021

Study information

• Verified date: September 2022
• Source: University of Valencia
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed.

Description:

Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to a BL group (BLG, n=48), or a FL group (FLG, n=52). The BLG received face-to-face classes plus online re-sources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syl-labus, scientific-based information, activities, and glossary). Knowledge, ethical and gen-der competencies, satisfaction, and perceptions were assessed pre- and post-intervention. Usability, BL acceptance, attitudes and behaviours were assessed post-intervention.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 100
• Est. completion date: March 30, 2021
• Est. primary completion date: March 30, 2021
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years and older

Eligibility

Inclusion Criteria:

• Being a student of Degree in Physiotherapy at the University of Valencia.
• Willing to participate

Exclusion Criteria:

• Previous cardiac physiotherapy training.

Related Conditions & MeSH terms

• Learning
• Students

Intervention

Other:
• Blended-learning group
The BL program included paced, asynchronous online learning modules and scheduled online activities with strategic face-to-face lectures. Resources: 1) Moodle platform: it was used as a virtual communication platform. 2) Online syllabus: an online specific syllabus about cardiac physiotherapy was developed. 3) Online glossary: an online glossary performed by the teacher was available for the students. 4) Online videos: several videos of international and national scientific societies were provided. 5) Websites: several links to websites of international and national scientific societies such as the European Society of Cardiology, the American Heart Association or the World Heart Federation were used. 6) Online activities: five four-question online activities were created. 7) Apps, using the app Ariadna to prevent from cardiovascular risk and look for defibrillators around; 8) Online tutorship, through an online communication platform (Blackboard Collaborate).
• Face-to-face learning group
The FLG included: 1) Face-to-face classes; 2) Hardcopy syllabus; 3) Hardcopy scien-tific societies information; 4) Face-to-face activities: four questions per each theme; 5) Hardcopy glossary; and 6) Face-to-face tutorships. In all cases, the content of the infor-mation provided was the same as the information provided to the BLG, although in a face-to-face design.

Locations

Country	Name	City	State
Spain	University of Valencia	Valencia

Sponsors (1)

Lead Sponsor	Collaborator
University of Valencia

Country where clinical trial is conducted

Spain, 

References & Publications (1)

Ng L, Seow KC, MacDonald L, Correia C, Reubenson A, Gardner P, Spence AL, Bunzli S, De Oliveira BIR. eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic. Phys Ther. 2021 Apr 4;101(4). pii: pzab082. doi: 10.1093/ptj/pzab082. — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Knowledge acquisition	Multiple-choice test. Score from 0 to 10 .The higher the score, the greater the knowledge.	5 minutes
Secondary	Cross-curricular ethical and gender competencies	Higher Education, Transversal Skills and Gender Questionnaire. From 1 to 42. The higher the score, the more ethical and gender competencies are acquired.	5 minute
Secondary	Satisfaction with the program	6-item Yang's Satisfaction Questionnaire. From 1 to 24. The higher the score, the greater the satisfaction with the program.	5 minute
Secondary	Perceptions and evaluation of the program	8-item Kavadella's Perceptions Questionnaire. From 1 to 40 points. The higher the score, the better the perceptions and evaluation of the program.	5 minutes
Secondary	Usability of the virtual platform	System Usability Scale. The total SUS score (0 to 100) can be interpreted as not acceptable (0-64), acceptable (65 to 84), or excellent (85 to 100)	5 minutes
Secondary	Blended-learning acceptance	4-item Blended Learning Acceptance Scale. From 1 to 28 points. The higher the score, the greater the acceptance.	5 minutes
Secondary	Students' attitudes towards e-learning and e-learning behaviour	Questionnaire comprising 3 items (how much Moodle helped you, willingness of using Moodle, interest in e-learning). The higher score, the greater attitudes towards e-learning and e-learning behaviour.	5 minutes

External Links

•   Blended learning in health education: three case studies
•   Blended Learning: The impact of blackboard formative assessment on the final marks and students' perception of its effectiveness